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TEACHER'S Handbook 



OF THE 



CITY HISTORY CLUB 



^ 



OF 



NEW YORK 




Teachers Handbook 



OF THE 



CITY HISTORY CLUB 



OF 



NEW YORK 



Copyrighted, 1899, by Fkank Bergen Kelley, A. M., Ph. D. 



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City History Club of New York. 



President, 
Mrs. Robert Abbe, 

II W. 50th St. 

Treasurer, 

Miss H. C. Abbe, 

489 West End Avenue. 



Secretary, 
Miss Florence Colgate. 

Assistant Secretary, 

Miss M. B. Fairfield. 

23 W. 44th St. 

Office Hours : 3-5, Monday, Tuesday, 
Wednesday (October to May,'. 



Norma/ Teacher, 
Frank Bergen Kelley, Ph. D. , 

23 W. 44th St. 
Office Hours : 3-4, Mondays and Tuesdays (November to May). 



mt '04 



RULES FOR ORGANIZATION OF CLASSES. 

I.— Persons desiring to teach classes in tlie City History Club may pro- 
ceed in any one of the three following ways : 

(i) They may request the Normal Teacher to assign them to a class 
already organized, the teachership of which is vacant. 

(2) Under advice of the Normal Teacher they may arrange to have the 
material for a class gathered for them at some Settlement, School, or 
Church organization. 

(3) They may get together their own classes and arrange their own 
time and place for meetings. 

A literary or social club already organized may take up City History as 
supplementary work under the City History Club, if the members conform 
to its rules. 

H.— Every Club Teacher or Director must bean Annual Member of the 
Club. 

HI.— Every Club Teacher or Director and members of classes is re- 
quested to purchase and wear at Club meetings the badge (obtained 
through the Secretary for 5 cents). 

IV. — It is requested that an alphabetical list of names and addresses of 
all class members be kept by each teacher, subject to the inspection of the 
Normal Teacher or Club Secretary. 

V. — Every Junior Member receiving regular instruction shall pay i 
cent a lesson, the same to be collected by the teacher and forwarded to the 
Club Treasurer at certain intervals. (This rule may be suspended only by 
the action of the Executive Committee on a teacher's written request.) 

VI.— It is particularly desired that the blank reports occasionally sent 
out by the Secretary be promptly filled out and returned, as this is the only 
way of obtaining statistics of classes for the Executive Committee. 

CLUB ORGANIZATION. 

One of the aims of the City History Club is the training of its 
Junior Members in self-government. About half of the classes have con- 
stitutionally chosen officers and spend part of the class hour in parliamen- 
tary procedure. Model forms of Constitution and By-Laws may be obtained 
from the Club Secretary. 

DISTRICT UNIONS. 

Each class will be assigned to one of the District Unions and its mem- 
bers invited to the monthly lectures. 

These meetings will consist of lantern lectures, followed by conferences, 
to which all Club officers and members will be invited. District leaders will 
preside and conduct any necessary business. Debates and addresses on 
Club topics will complete the program. Thus several training classes will 
take the place of the Normal Class and will be so located as to enable all 
teachers to be present. 

GENERAL SUGGESIIONS. 

Be prompt and regular in opening and closing meetings. Preparation, 
regularity and enthusiasm ensure success. 

Insist on the display of Club badges. 

Become personally acquainted with each scholar. Recognize each one 
by name. 

Secure good attendance by varying the interest, and call on or write to 
all absentees. Be careful in administering rebukes not to wound the self- 



respect of a scholar. Several cases of this sort have sadly disturbed cer- 
tain classes. 

See that Class and District meetings are clearly announced in advance. 
Wherever possible, advertise such meetings on the regular bulletin boards, 
making use of the Club emblem. (Forms for this purpose maybe obtained 
from the Club Secretary.) 

Enlist the interest of the workers at Churches, Schools and Settlements. 
Invite them to class meetings and excursions as well as to the District lec- 
tures and conferences. Be ready to explain the work of the Club and see 
that your class is entered on the official register and mentioned in all 
reports of the organization with which it is connected. Attend when pos- 
sible conferences of these workers and try to secure additional helpers. 
True co-operation means to secure as well as to give help. 

TEACHING HINTS. 

Be simple, graphic, practical, personal. 

A few well-iixed, practical points are much more valuable than very 
detailed statements of facts. 

Ask many questions. Secure attention by any legitimate means. 

Utilize all the Club material. It is supplied freely and will be found 
useful in many ways. 

Generally a blackboard can be secured. Write, or let one of the schol- 
ars write, leading points on the board. Supply scholars with slips of paper 
for notes, questions, copies of outline maps, etc. It is seldom wise to let 
scholars copy verbatim the teacher's statements into their notebooks. On 
large manila sheets (obtainable through the Club), draw outline maps, 
diagrams, chronological charts, pictures of houses, weapons, etc. Fasten 
ttiese sheets with reglets and klips, and hang in the class room for special 
instruction and reviews. 

Do not dwell too long on any one topic. The time is short and interest 
may flag. Review frequently and try to draw something from every 
scholar, even the usually silent ones. Avoid the use of notes, except such 
as may be on the charts. Constant reference to notes or text-book leads 
scholars to suspect lack of preparation, and interest is apt to lessen when 
the teacher's eye wanders from the faces of the class. 

Conversational methods generally succeed where " lecturing " fails. 

Establish a Traveling Library and help the scholars to use it freely. 
(For rules see page 7). 

Inspect frequently the scholars' notebooks. A little praise mingled 
with kindly criticism will do wonders. 

MATERIAL SUPPLIED TO TEACHERS. 

Teachers' Handbook. 

Wall Outline Chart No. I, " New Netherland " (New York, New Jersey, 

Delaware, etc.). 

Wall Outline Chart No. II, " Greater New York." 

Wall Outline Chart No. Ill, " Island of Manhattan." 

Mechanical devices, such as reglets, klips, spring and newspaper pins 

for mounting charts, manila paper, crayons, colored stars, etc. 
Copies of all Club pamphlets. (See list below). 

MATERIAL SUPPLIED TO SCHOLARS. 

Club note-books. 

Small colored maps of Greater New York. 

Forty-five historical pictures, as follows : 

I, Indian Village; 2, Fresh Water Pond; 3, Purchase of Manhattan; 
4, Half Moon ; 5, Henry Hudson ; 6, Stadt Huys ; 7, Block House and City 
Gate; 8, Broad Street; 9, Fort Amsterdam; 10, Stuyvesant ; 11, Fulton 



Ferry, 1746 ; 12, Van Cortlandt Mansion; 13, Battery and Bowling Green, 
1776'; 14, Exploit of Marinus Willett ; 15, Jumel Mansion ; 16, Nathan 
Hale; 17, Provost (Register's Office) ; 18, Fraunces Tavern; 19, P'ederal 
Procession; 20, Hamilton Grange; 21, Federal Hall, 1789; 22, John Jay; 
23, Alex. Hamilton; 24, J. J. Astor ; 25, Robert Fulton; 26, The Cler- 
mont; 27, Dewitt Clinton; 28, Croton Water Procession, '42; 29, The 
Dreadnaught ; 30, Washington Irving; 31, Three City Seals; 32, Bowling 
Green, 1899; 33, Indian Pothole ; 34, Dutch School; 35, Leisler's House 
and the Fort ; 36, Leisler's Rebellion ; 37, Indians and Queen Anne ; 38, 
Zenger Trial: 39, Bellman on Rounds; 40, Tea Water Pump ; 41, Bull's 
Head Tavern; 42, Canal Street, 1812; 43, Draught Riots, 1863; 44, Law- 
rence's Medal ; 45, Map of New York, below Wall Street. 

Note. — These pictures should be given out at intervals, in connection 
with the lesson. Only those scholars who paste them in the note-books 
and write short compositions thereon are entitled to receive them. 

Teachers desiring any of the above-named supplies will secure them 
by personal application to the Secretary in office hours, as they cannot be 
mailed. Should a substitute be sent, please forward a written statement, 
ordering pictures by number. 

Methods of using graphic material will be explained at the confer- 
ences. 

Teachers are recommended to bind together the above Club publica- 
tions with the Annual Report and Teacher's Hand-Book, and to paste the 
colored maps and illustrations consecutively in a Club note-book, reserv- 
ing space for register of class attendance, addresses of scholars, Club con- 
stitution, etc. 

EXCURSIONS. 

Historical interest is stimulated by visits to historic scenes and the 
inspection of historic relics. The ignorance of the average New Yorker 
along these lines is almost incredible. 

Teachers are urged to take their classes on all of the excursions pub- 
lished by the Club. A number of additional routes on foot or awheel are 
now in course of preparation and will be issued from time to time. 

PHOTOGRAPHS 

The camera, as well as the wheel, has come to stay, and both may 
well be used by City History classes. Many of our members are at least 
"amateur" photographers, and it is hoped to enlist all* such with the 
view of securing pictures of historic buildings, tablets, copies of pictures, 
etc., for both Club note- books and the Club lantern slides. For the last- 
named purpose a strong negative, either glass or film, is necessar)'. It is 
suggested that all such negatives submitted limit the important part of 
the picture to the requisite size (3x3 inches), and that with the negative 
two blue prints be sent to the Normal Teacher, signed with the name and 
address of the sender. 

VISITS. 

The Visiting Committee will endeavor to visit every class during the 
year, not so much for criticism as for the exchange of suggestions for 
future work. Hence the Secretary should be kept advised of the day and 
hour of meetings. 

CLUB PUBLICATIONS. 

Syllabi. 

A course of study on the History of New York, by W. H. Hoy. 
A course on (i) The English Period. (2) The Revolutionary Period. 
Bibliography of the Dutch Period. (Set, 25 cents.) 



City History Leaflets. 

These leaflets are reprints of documents relating to old New York. 
City History Leaflet No. i, "An Early Excise Law." "On the Currency 
of New Amsterdam." (Price, 5 cents). 

" Graphic Views of Government," a pamphlet explanatory of the by 
relations between the city. State and national governments; by F. 
B. Kelley. (5 cents.) 

City History Club Map of New York in the English Period. 

(5 cents.) 

Historical Excursions. 

No. I, Historical Sites South of Chambers Street. 

Nos. 2 and 3, Old Greenwich Village and the New York Historical So- 
ciety Building. (Admission only by member's card, which may be obtained 
from Mrs. Abbe, President of the Club.) 

No. 4, Bicycle Excursion No. i, Central Park to Van Cortlandt Park. 

No. 5, Bicycle Excursion No. 2, McGown's Pass. 

No. 6, Fraunces' Tavern. 

No. 7, Historical Sites South of Wall Street. (Illustrated by two maps.) 

(5 cents each; set, 25 cents.) 

LANTERN LECTURES. 

Ordinarily the monthly District Lectures will suffice for classes. 
Teachers may, however, specially arrange with the Norma! Teacher for 
the use of the Club lantern and slides if they desire to give additional lec- 
tures. Applications should be made at \t2iS\. four wi-eks in advance, when 
a printed list of the slides of the set desired will be sent. In these cases 
teachers must be responsible for the cartage, care of and safe return of the 
lantern to the Club headquarters. When oil is used no charge will be 
made, while gas will be furnished at cost through the Club. An operator 
can also also be secured at a low rate. 

Should it be preferred, a lecturer may be sent, and the teacher thus 
relieved of all responsibility save of presence at the lecture. Rates for 
such lectures will be supplied on application to the Normal Teacher. 
The Club now possesses nearly 400 lantern slides which have been used 
to illustrate the following lectures : 

" New York under Father Knickerbocker." 

"New York in the English Period." 

" New York during the Revolution." 

" New York during the Federal Period." 

"Graphic Views of Government." 

"Holland and the Dutch War with Spain for Independence.'" 

" Modern Holland and the Coronation of Queen Wilhelmina." 

" Amsterdam and New Amsterdam." 

" Historic Traces in New York To-Day. ' 

" Chelsea and Old Greenwich Village." 

"The Geography of New York." 
By the courtesy ot the Woman's Municipal League the Club has been 
enabled to illustrate lectures on the City Departments. 

By means of models, dolls, pictures and charts the following talks have 
been illustrated : 

" Dutch Customs and Costumes." 

" Indian Customs and Costumes." 

" The Geography of New York." 

"The Government of New York." 



TRAVELING LIBRARIES, 

The Traveling Library Department of the New York Free Circulating 
Library will supply any class with a set of about forty books and pam- 
phlets on City History and Government. These sets may be secured on 
application to Miss Emma F. Cragin, 206 W. looth street. The books 
will be sent in a box to the Club address and called for on notification to 
the librarian. 

With the books will also be sent a catalogue, with prices of the same 
(in case of the loss of a book). Teachers must be personally responsible 
for these books, and therefore should see that they are given out and re- 
turned only at Club meetings, being safely secured in the interval. In 
some cases Club librarians are appointed to assist in the distribution and 
in filling out the monthly circulation blanks. A personal interview with 
Miss Cragin may lead to an extension of the list, including some reference 
books. Teachers using such libraries will be supplied by the Library Sub- 
Committee of the Prize Committee with loans of a number of Old South 
Leaflets. They will be expected to make a report to this committee as to 
the demand for historical books and their consequent circulation. 

PRIZE COMMITTEE RULES. 

I. — Notebooks. 

I. On the cover should appear the full name of the owner, grade 
{Junior if under fourteen years of age, Senior if over fourteen), name, 
number and address of class. 

IL A table of contents should be written within, and all pages num- 
bered. 

in. Pictures and maps given to scholars must be fastened in the note- 
books, together with accompanying written descriptions. Other illustra- 
tions, original drawings, maps, essays, accounts of Club lectures and 
excursions and written examinations may also appear. 

IV. All notebooks are to be regarded as the property of the Club, to be 
surrendered upon demand once yearly, whether the individual teacher con- 
siders them subjects for competition or not. A tag for pasting on parcels 
of notebooks will be mailed to each teacher who should remit the books, 
properly endorsed, to the Prize Committee in time for the Exhibition. In 
case less than three books shall be sent from one class, the books shall not 
be admitted for competition. Books arriving after a fixed date (of which 
teachers will be notified), will be excluded. 

\. Prizes and Honors: — ist and 2d Senior Notebook Prize; honorable 
mention for the three ranking next, ist and 2d Junior Notebook Prize ; 
honorable mention for the three ranking next. 

(Counts — neatness, penmanship, accuracy and originality). 

Names of scholars doing the best notebook work in each class will be 
placed on the Roll of Honor. 

II.— Essays. 

VI. No essay will be accepted for competition unless a notebook is also 
submitted by the competitor. 

VII. A scholar may submit only one essay for competition. 

VIII. All essays are to be written in black ink and on but one side of 
legal cap paper. The subject is to appear on the top line. The space at 
the left of the red line must be left blank. 

IX. The sheets of paper are to be numbered and fastened together at 
the top. Original maps and drawings may be inserted. 

X. Essays are to be folded twice and endorsed as follows :— Subject 
above the red line, followed by the full name, grade (Senior or Junior), ad- 
dress of pupil, name and number of class and the number of words in the 
Essay. 



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XI. Essays are to be sent in the same package with notebooks to the 
Prize Committee (see Rule IV). 

XII. Subjects for essays and references for use in the same will be pub- 
lished in the Club Bulletin. 

Announcements will be made and prizes awarded at the Annual Exhibi- 
tion where all notebook and essay work is displayed. Names of prize win- 
ners will be printed in the Annual Report. 

Every teacher will prepare and post in some conspicuous place a bulle- 
tin of those subjects adapted to the age and condition of each class, giving 
the essential points of the above rules. 

All material submitted will be returned to the scholars after the Exhibi- 
tion. 

BOOKS RECOMMENDED TO TEACHERS. 

Todd's " Story of New York " (Putnam, Si. 28 through the Club). This 
has generally been used as the Club text book and is especially valuable for 
use in Junior Classes. 

" Historic New York " (2 bound volumes of the "Half Moon Series " ; 
Putnam, .$2.00 each, through the Club). 

Rand & McNally's pocket map of New York City (10 cents). 

Miss Adele M. Fielde's " Political Primer of New York " (MacMillan, 
75 cents). 

" Geography, History and Government of New York City " by F. B. 
Kelley ( "Our Country," October, 1897, Patriotic League, 20 cents). 

Hinsdale's " How to Study and Teach History (Appleton, Si. 25). 

Roosevelt's " New York City " (Longmans, Green & Co., Si. 25). Val- 
uable for use in Senior Classes. 

Henry D. Tyler's colored wall maps : No. I, 1642, First Dutch Grants ; 
No. II, 1664, Duke's Plan; No. Ill, 1728, Bradford Map (Dunreath Pub- 
lishing Co., 46 Wall Street; order through the City History Club). 

For local studies and excursions the following books will be very help- 
ful : Janvier's " In Old New York," and Col. Mines' " A Tour Around 
New York" (Harper Bros.). Mrs. Westover Alden's " Manhattan, His- 
toric and Artistic " (Morse Pub. Co., 30 cents). Appleton's " New York 
and Vicinity " (30 cents). 

GENERAL WORKS OF REFERENCE. 

Lamb's " History of New York " (2 vols. Barnes & Co.). 
Wilson's " Memorial History of New York " (New York History Co., 
132 Nassau Street). 

Van Pelt's " Leslie's History of Greater New York "(in Fifth Avenue). 
Valentine's " Manual of the Common Council." 
See also Club Bibliographies. 



OUTLINES OF A COURSE OF STUDY. 

While the City History Club prescribes no definite course of study and 
leaves to the individual teacher's discretion the selection of topics and the 
number of lessons to be devoted to a single subject, it has been thought 
advisable to present here a provisional outline of work, together with ref- 
erences to the most accessible works on the subject. 

For convenience the work is divided into general topics, each of which 
is subdivided into separate lessons (30 in all). Teachers following this out- 
line must consider the age and abilities of each class, as well as the fre- 
quency of meetings and the length of time devoted to study. The average 
time allowed for the course is two years, therefore classes should finish fif- 
teen lessons, with reviews and excursions, each season. Whenever neces- 
sary, however, teachers may still further subdivide the lessons. 



A few special references are mentioned in connection with each topic. 
Club illustrations are referred to by number (see pages 4 and 5). 

TOPIC I.— GEOGRAPHY. 

" Chronology and Geography are the two lamps of History." 

Special Reference. — Waring's " Old Wells and Water Courses of the 

Island of Manhattan " in Historic New York, Vol. 1. Janvier, Fielde, and 

Appleton. 

Clitb Material. — Club Maps, Illustrations No. 2 and 45. 

LESSON I.— Physical Geography of New York To-Day. 

Practical PoiJits. — Physical features of to-day; islands, harbor, water 
routes and connections, environment [/^actory of New England, /^arrn of 
New York, /^ields (coal and iron) of Pentisylvania; i^leet of commercial 
vessels] ; climate, latitude, longitude, distances. 

Graphic MetJiods. — Color Club Outline Maps to illustrate surface, 
water-ways, shoals, lighthouses, etc. With small maps in hands of, all let 
teacher question class. Use black board to note chief points ; encourage 
scholars to reproduce maps and facts for notebooks. 

Sand or pulp maps are always useful. 

Excursions. — Coney Island, Staten Island or any long ferry. A trip on 
the Elevated Railroad to upper part of city. A visit to the Battery or one 
of the larger parks. (This lesson must be made very graphic for the down- 
town scholars who seldom see Nature.) 

Suggestive Questions. 

What are contributed to the needs of New York by the truck farms of 
Long Island, the quarries and pastures of Westchester County, the orchards 
and gardens of New Jersey and the waters of the Bay? Why and how 
have lands been reelaimed from the rivers ? For what two reasons may 
New York be called the " Venice of America? " Take any imaginary sail 
about New York, naming the waters and points of interest en route. Why 
are the East and Harlem Rivers not rivers ? In which parts of the city do 
men farm, tish, hunt, manage dairies, run saw mills (by water power), raise 
poultry, quarry, and cut ice and timber ? 

LESSON II.— Present Political Geography. 

Practical Points. — Locate boroughs and counties and show differences 
in name and boundary; principal parks, railroads, ferries, bridges, forts, 
districts retaining local names, and to older scholars explain minor political 
divisions (see Fielde). Deduce reasons for the necessity of better rapid 
transit facilities. Explain particular uses of the islands in the Bay and 
East River. 

Graphic Met/tods. — Illustrate points as in Lesson I, coloring boundary 
lines on wall maps. 

Excursions. — As in Lesson I. 

Suggestive Questions. 

What are the natural and artificial defences of New York City? Why 
should we " In time of peace prepare for war " ? Why are the New 
Jersey towns near New York really a part of the city ? Why cannot they 
be annexed ? 

LESSON HI.— Special Borough Study (Manhattan). 

Special References.— ]an\'\tr; Mines; Historic New York. Maps of 
the Council District and the Assembly District in which the class is located 
(M. B. Brown, 49 Park place, 10 cents). 



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Practical Points.— '^\z^ (area). Physical features, political divisions, 
direction of streets and avenues above Fourteenth street, length of street 
and avenue blocks, system of numbering houses, location of various dis- 
tricts—" Harlem," " The Swamp " (why so-called) shopping quarter, 
Printing House Square, Grand Central Station, etc. Explain terms " East 
Side," " Down Town," etc. 

Graphic Methods.— Ks, in Lessons I. and H. Have scholars draw- 
maps of the Island, noting its shape (canoe or stocking), water boundaries, 
chief streets and parks. On this map mark the meeting place of the class 
with a colored star ; mark also the District Union place of meeting and 
points of interest near by. 

Excursions.— V>?i\Xtx^. Central Park, Belt Line Railroad, Second or 
Ninth avenue " L," Peck Slip boat to Harlem. Fort Washington Park is 
best to explain physical features. 

Suggestive Questions. 

What are some of the disadvantages of the shape of Manhattan ? Why 
are down-town streets so narrow and crooked and those above One Hundred 
and Fifty-fifth street so irregular } Origin of street names (see Janvier). 

Side Topics.— i:h& projected underground railroad, widening of Col- 
lege place and Elm street ; sky scrapers and elevators ; use of asphalt and 
macadam. 

(In the same manner classes in other boroughs may study their own 

sections.) 

LESSON IV.— Comparative Geography. 

Special Helps.— Chdi^iftr I. " Our Country." October, 1897. Canadian 
Pacific or some good railroad or steamship map of the world; Panama 
Railroad map of America, large map of United States. Compare New 
York City with the other " Million Cities" {i.e., with 1,000,000 or more 
population). Develop the natural reasons for a city's greatness and show 
how pre-eminent are New York's advantages and how they may still 
further be utilized. Use colored stars and crayons to mark water and rail- 
road routes for commerce. Compare New York's advantages with those 
of the other large cities in the United States, and show why New York is 
and must remain the metropolis. Compare the features and water line of 
the city to-day with those of 500 years ago and show how the changes 
have been effected. Exhibit plans of other large cities (Baedecker's 
Guides) and explain how most cities are a natural evolution. Show how 
New York has grown in political area: 1653 Dutch Charter, Island of Man- 
hattan (real city below Wall street), 1873 part of Westchester annexed; 
1895 additional strip of Westchester added; 1898 " Greater New York." 
Use also Tyler's and Janvier's maps and those in Excursion No. VII. 

Suggestive Questions. 

How has its geographical situation affected New York ; [a) in its dis- 
covery and trade; {0) settlement; (c) commerce; [d] French Wars and 
the Revolution ; {e) completion of Erie Canal ; (/) extension of railroads ? 
Why are Philadelphia and Washington so regular in plan } What dis- 
advantages have New York's rectangular streets as to travel and archi- 
tectural effect } 

Additional topics for older scholars : New York's Street Railroad and 
Ferry Systems ; the commerce of New York ; the Erie Canal as a factor of 
the city's greatness. Debate: Resolved, that the consolidation of Greater 
New York will aid in its development. 

For classes of very young scholars an introductory lesson may precede 
Lesson I. For this begin with the meeting place, explaining the use of a 



11 

map by a blackboard diagram of the classroom, indicating the seats of 
teacher and scholars. Gradually extend the diagram to the building, the 
block and the immediate neighborhood, locating prominent buildings'and 
adjoining streets. At the close of the lesson walk around the block with 
the class, showing them how to prepare for the next session a map of the 
ground covered. Remember that even very simple technical terms have 
no meaning to the young child. 

TOPIC II.— THE BEGINNINGS OF NEW YORK (TO 1623). 
LESSON V. — The Indians of New York. 

Club Material.— yV^^'-,; Illustrations No. i, 33. Club charts, models 
and slides exhibited at District Meetings. 

Practical Points.— Q:^x\&x3\ description of Indians, especially of Iro- 
quois of Central New York and the Mohicans east of Lower Hudson, the 
Raritans of New Jersey and Staten Island, and the Mohawks of Long 
Island. Tell of the rights and treatment of the Indians ; the usual causes 
of Indian wars ; the influence of the Indian on the history of New York. 

Graphic Methods. — Illustrate the lesson by pictures and models of In- 
dians, wigwams, etc. Indicate on maps the location of the chief tribes, the 
village of Sappokanikan and of various Indian remains in New York (Wil- 
son 1. Chapter 2 and note). 

Excursions. — Museum of Natural History, Indian models on first floor, 
and Manhattan and Long Island relics in East Wing of top floor : (" Cheno- 
with collection "); part of Excursion IV. 

Suggestive Questions. 

How does New York treat the Indians to-day? Compare an apartment 
house with an Indian "long house." In what respects are the Indians of 
Cooper and Longfellow not true to life } Why is it difficult for an Indian 
to live a wild life to-day } What lessons may we learn from the Indians in 
dealing with the Filipinos .' 

LESSON VI. — Early Discoveries and Trade. 

References. — Fiske's "'Discovery of America;" Old South Leaflet 17 ; 
use also special helps of Lesson IV. 

Club Material. — -Maps, Illustrations, 4, 5. Syllabus, Dutch Period. 

Practical Points. — The Renaissance ; effects of the compass and the 
printing press ; hasty summary of discoveries of Portuguese and Spanish 
in America and Africa ; voyages of Cabot, Varrazano, Hudson, Block, 
Hendricksen and May ; the building of the Restless and the first houses on 
Manhattan ; the New Netherland Trading Co., 161 5-21 ; Irociuois Treaty, 
t6i8; petition of the Pilgrims. 

Graphic Methods. — Use maps freely to show the progress of dis- 
covery and the opening up of the New World. Outline on maps the Dutch 
voyages and locate trading posts. Explain the difficulties of navigation in 
the 1 6th and 17th centuries. 

Excursions. — Lenox and Astor Libraries, to see old globes and charts 
Excursion No. VII, 39 Broadway. 

Suggestive Questions. 

Explain why New York, although m.arked on early maps, was not 
explored until 1609? Upon what did England, France and the Nether- 
lands respectively base their claims to parts of New York } Which would 
we consider the best claim } What was Hudson's real aim and why was 
he disappointed ? Why was it left for Italians to give Spain, England, 
Portugal and France claims to America, and how did it happen that Italy 
never had a possession here ? How have New York State and City been 
benefited by the Indians } 



12 

LESSON IV. — The Rise of the Netherlands. 

" The admiration, the envy, the example of the nations." 

References. — Griffis' " Brave Little Holland," Houghton Mifflin, 75 
cents. Motley's " Dutch Republic." 

Club Material. — Club Lantern slides and Dutch models. 

Practical Points. — Development of Dutch history and character ; 
Dutch war for independence ; freedom of religion and government. 

GrapJiic Methods. — Make large outline maps of Holland and Belgium ; 
describe and draw pictures of canals, dikes and windmills ; tell the inci- 
dents of the war with Spain. 

Suggestive Questions. 

How have the Netherlands' greatest drawbacks, — size, ravages of the sea, 
lack of timber and Spanish tyranny been her greatest blessings.'' How were 
Dutch fisheries an important factor in her commercial and naval impor- 
tance.'* Why are the Dutch sometimes called the " Yankees of Europe ?" 
Why has Spain, once so rich in colonies and strong on the sea, sunk to 
her present condition ? Is a German a Dutchman.'' Compare the Dutch 
war with Spain with ours ? 

LESSON VIII. — The Dutch West India Company and the set- 
tlement OF New Amsterdam. 

" Advance the peopling of those fruitful and unsettled regions and do 
all that the advantage ot these countries and the profit and increase of 
commerce shall require " (clause in the charter providing for the settle- 
ment of New Netherland). 

References. — Full text of West India Company Charter ; O'Callaghan, 
Appendix A. 

Cbib Material. — Maps and Dutch Syllabus. 

Practical Points. — Advantages and disadvantages of a commercial 
monopoly; early privateering and our declaration thereon in 1898; the 
first settlement and the character of the first settlers. 

Grap/iic Metliods. — Locate settlements on club maps, also routes of 
trade to Europe {via West Indies) and up the Delaware and Hudson 
Rivers. Tell girls the story of Sarah Rapaelje. 

Suggestive Questions. 

Why did the Dutch encourage monopolies in the 17th Century? Are 
all trusts bad .'' How may they be made useful.' Why did England and 
France delay so long in settling America? 

Name and point out the other settlements in the United States in 1623? 
Name ten things most necessary for a new colony ? Why is it easier to 
colonize to-day than it was 300 years ago ? What were the causes of the 
success of Robinson Crusoe ? 

TOPIC III.— THE FOUR DUTCH GOVERNORS. 

See Tyler's Maps I and III. Old South Leaflet, No. 69, " Michaelius' 
Letter." 

Cltib Material. — Dutch Syllabus and Bibliography ; City History, 
Leaflet and Maps; Illustrations 3, 6, 7. 8, 9, 10, 31, 32, 34, 45. Lantern 
slides. 

Excursions. — No. Ill (add Stuyvesant Square, interior of St. Mark's 
Church, by previous arrangement with Sexton, and pear-tree tablet, 13th 
Street and Third Avenue) ; No. VII, containing maps of New Amsterdam 
in 1664 and 1898 ; Governor's Island. 



13 

LESSON 'IX.—MiNUiT AND Van Twiller (1626-33-38). 

Practical Points. — Purchase of Manhattan ; Fort Amsterdam, public 
buildings and ship New NetJie?-la7id\ government and misgovernment ; 
" Boodle " methods ; 6 bouweries and ist patroonship ; fur trade vs. farm- 
ing ; Indian affairs ; boundary disputes ; comparison with New England and 
New France. 

Graphic Methods. — On map show forts, settlements, patroon estates, 
lines of fur trade and routes to Europe. By means of the Club illustrations, 
impress the difference between the Dutch hamlet and the American 
metropolis. Tell girls the story of Annetje Jans. 

Suggestive Questions. 

Was it customary to buy lands of the Indians ? Compare with the 
policies of England, Spain and France. What requisites of good govern- 
ment were lacking? Why did the West India Company give so little en- 
couragement to colonization } Why were the patroonships not more 
popular ? How did the Dutch colonies differ from those of England in {a) 
purpose, [b] government, {c) relations to the mother country, (c/) religious 
freedom ? 

LESSON X.— KiEFT and Stuyvesant (1638-47-64). 

Practical Point s.—Y^x^ix!?, reforms ; freehold rights ; toleration and 
New England immigration ; new excise laws, cf. with Raines' Laws ; 
causes and conduct of Indian wars ; the " Twelve " and the " Eight Men "; 
Kieft's dismissal and tragic death ; life and character of Stuyvesant ; three 
sources of trouble (with New England, New Sweden and those of self- 
government) and how settled ; first city charter ; burgher rights ; currency 
regulations cf. with Silver Question ; persecution ; English conquest. 

Graphic Methods.— A'^'m Lesson IX; tell the story of Father Jogues, 
Mrs. Hutchinson, Mrs. Bayard. Compare the charter of 1653 with that of 

1898. 

Suggestive Questions. 

Why could Stuyvesant not keep constant the purchasing power of 
Wampum? Why were the Indians so troublesome in Kieft's day? Can 
temperance be secured by sumptuary laws alone ? 

LESSON XL— New Amsterdam in 1664, Our Debt to the Dutch. 

See Campbell's " Puritans in England, Holland and America," 446-452, 

Practical Points.— 'SNiXh Tyler's Map I. (copy in Excursion No. VII.). 

and a map of modern New York City, compare the two cities in size, 

population, commerce, wealth, facilities for trade and travel. Point out the 

traces still remaining and take classes on Excursions III and VII. 

Oitr Debt to tl\e Dutch.— ?\^x\ of the city below Wall Street ; local 
family and geographical names, manners and customs ; first charter ; laws 
as to land tenure ; commercial instinct and integrity ; form of United 
States government ; written constitutions ; religious toleration ; free schools ; 

freedom of thought. 

Suggestive Questions. 

Why is there no longer need of canals and windmills in New York ? 
How has the cosmopolitan nature of New York always affected its history 
as to (a) customs, [b) public spirit, [c) freedom of thought ? Compare with 
Boston, Philadelphia, Chicago. What advantages has a New Yorker to-day 
over a citi/en of New Amsterdam as to [a] property and commercial rights, 
[b) the ballot, [c) free speech ? Why is Father Knickerbocker still em- 
blematic of New Yoik ? What is the significance of the Dutch City Seal ? 
Of the City History Club badge ? 



14 

TOPIC IV._THE ENGLISH COLONY, 1664-1761. 

(Far from being "dull," as some claim, the English Period is quite as 
fascinating as the Dutch if properly developed. Special attention should 
be paid to the growth of liberty. Tyler's maps are very useful for this 
period.) 

Club Material. — Map of English Period; illustrations 11, 12, 15, 35, 
36, 37. 38, 39- Club lectures on this period ; older classes, where time 
permits, may well follow the lessons in club Syllabus of the English 
Period. 

Excursions. — No. I (additions to be published), II, IV and Philipse 
Manor Hall, Yonkers. 

LESSON XII.— First English Governors : Nicholls, Lovelace 
(Dutch interregnum, Andros; 1664-82. 

Practical A;/«/.y.— Changes in government under the English ; loss of 
New Jersey ; Navigation Laws ; Duke's Laws ; increase of trade, industry 
and population ; Stuyvesant's death; Dutch occupation; Iroquois treaty; 
Bolting Act ; local improvements. Population in 1664: New Netherland' 
6,000; English colonies, ioo,oco; New France, 10,000. 

Graphic Methods. — On maps show the Duke's grants, English colonies 
in 1664 and 1682, French encroachments in New York, growth of the city 
toward northeast, first wards (Janvier, p. 36). Explain the changes in flag 
language. State Church. Cf. city officers as to choice and powers with 
our present system. 

Sugge.stive Questions. 

Why did England offer such generous terms to the Dutch .> Compare 
her colonial policy with that of France and Spain. What serious conse- 
quences abroad followed the capture of New York? What were the 
reasons for the Dutch second conquest ? Why was the separation of New- 
Jersey from New York unfortunate for both } Cf. the Bolting Act with 
monopolies of to-day. Why were the Dutch willing to exchange New 
York for Guiana ? Cf. the two to-day. 

LESSON XIIL— Liberties, Tyranny and Revolt, 1682-1701. 

Governors Dongan, Nicholson (Leisler), Sloughter, Fletcher, Bellomont 

Practical Poznts.—Y \x^tQo\omz[ Assembly and Charter (1683)- Don^^an 
(second) City Charter (1686); James' tyranny as King, leading to the EngTish 
Revolution and Leisler's Rebellion; rise of parties; first French War and 
Colonial Congress in New York; piracy and its suppression: Bradford's 
press ; English City Hall ; Trinity Church ; King's Bridge 

Graphic Methods.— Oxx maps show first New York Counties, scenes of 
^ rench forts and massacres, sites of early churches and the City Hall 
lell the story of Leisler and Kidd, with pictures to illustrate the times. 

Sugge-stive Questions. 
What elements of self-government were lacking in 1683-86 ? Did anv 
WK . ^T""^""" ^''^""^ ^'""""^ '^^ °'^"" charter.? What is a charter) 
H.} > w'^'t'"^^';^ "" ^'"^ ^""'^ State to-day .> Has the city still a 
charter } Was Leisler traitor or hero.? (Subject for debate.) Why was 
the growth of the city more rapid than under the Dutch.? W^hy were 
chise^d?"^ ^"''''^' ^"^ ^°'"™°"? Why were the Catholics disfran- 

LESSON XIV.— Progress in the Colony, 1701-32. 
Governors Cornbury, Lovelace, Hunter, Burnet, Montgomerie 
flirt tW ^^^'^^^— Annual grants of revenue (beginning of '• the con- 

flict that was to cease but with independence") Second French War- 



15 

slavery in New York and the first Negro Plot ; Palatine immigration ; Mont- 
gomerie Charter. 

Graphic Methods. — On map show how lands were reclaimed from the 
rivers. Show by model the size of the first New York newspaper. Tell 
the story of the Negro Plot and compare with the Salem Witchcraft. 

Suggestive Questions. 

How were annual grants a great stride toward freedom } Wherein did 
New York authorities wrong the German immigrants ? Should we encour- 
age immigration to-day.' (Debate.) Explain the causes of early pesti- 
lences in New York. Are we likely to have general epidemics of yellow 
fever, cholera, typhus or smallpox to-day ? 

LESSON XV. — Struggles toward Freedom : the Assembly vs. 
THE Royal Governors, 1732-61. 

Governors Cosby, Clinton, Osborne, De Lancey, Hardy. 

Practical Poi?its.— C7iSt of Rip Van Dam and the freedom of the 
press ; salary grants to definitely named officials ; Third French War and 
the part of Admiral Warren ; Albany Conference, Franklin's Plan of Union 
and the Fourth French War; Second Negro Plot ; King's (Columbia) Col- 
lege ; reasons for the slow growth of the Province of New York : (a) feudal 
manorial system, {b) bad government, [c) frontier dangers, [d) New York 
a " Botany Bay." 

Graphic Methods. — On maps show chief points of French attacks and 
what New York gained by the Treaty of Paris (1763). Show Z shape of 
New York's settlements (lines of Mohawk, Hudson and L. 1.). On black- 
board or chart show following figures : Population, 1756, New York, 100,- 
000; Connecticut, 143,000; the Thirteen Colonies, 1,500,000. Population 
of New York City, 1703, 5,250; 1723, 7,248; 1749, 13,294; 1765, 25,000 (less 
than Boston or Philadelphia]. 

Enlarge English map for class ; point out chief physical and political 
features ; sites of colonial houses and Old Post Road. Take an excursion 
to Van Cortlandt Mansion. 

Suggestive Questions. 

Compare the Zenger Trial with the " Gag Press Bill " of 1897. Why 
were the Assemblies generally victorious in their struggles with the Gover- 
nors .' Why did they occasionally side with them.' What influence did 
the French Wars exert on American independence ? How were the 
Iroquois a means of colonial defence ? What part did Wall Street play in 
restricting the growth of New York } Why did New York so fear the 
negroes 7 Why have we abolished such cruel penalties as were then ex- 
acted ? Where may old milestones still be seen } 

TOPIC v.— THE AMERICAN REVOLUTION, 1761-83. 

Club Material. — Maps; Syllabus— Revolutionary Period; illustrations, 
12-18. 

Excursions. — Revolutionary points of I, H (relics in Historical Society 
Rooms), IV, V, VI, VII, Washington Room of Metropolitan Museum; 
scenes of Battle of Long Island and the " Neutral Ground " in the Bronx ; 
Tappan, Tarrytown and White Plains ; West Point. 

LESSON XVI.— Struggles toward Freedom : the People vs. 

Parliament. 

Governors Monckton, Colden, Moore, Colden, Dunmore, Tryon, 
1 7.63-76. 

"Virginia marshalled resistance, Massachusetts entreated union, New 
York pointed to independence." — Bancroft. 



16 

" The first resistance came from New York, the first idea of union was 
formulated in New York, and in New York independence was the early 
ultimatum."— y. A. Stevens. 

Practical Points. — Causes of the Revolution: taxation without repre- 
sentation (Navigation Laws, Writs of Assistance, Stamp and Tea Taxes, 
etc.); Stamp Act Congress and local riots; Non-Importation Agreements 
and the organization of the New York Chamber of Commerce ; New York 
Tea Party and the Battle of Golden Hill; the Marinus Willett affair. Im- 
portance of the struggle in America, England and (later) in the English 
Colonies. Two parties (Conservative and Liberal) fought in two conti- 
nents ; in England to regain lost liberty, in America to preserve and extend 
present liberty. Pitt and Burke vs. George III and Lord North; the 
Livingstons, Schuylers and Sons of Liberty vs. the De Lanceys, De Peys- 
ters, Philipses and Johnsons. 

GrapJiic MetJiods. — Illustrate the above points by incidents and by se- 
lections from the speeches of Pitt, Burke, Henry, Otis, etc. Tell the stories 
of the tumults in New York and the early acts of Alexander Hamilton. 

Suggestive Questions. 

Why were the Navigation Laws not strictly enforced until after 1760? 
Why is taxation without representation tyranny .-' Is anyone taxed to-day 
in the United States without representation? How is it with women, the 
inhabitants of Washington, the territories and new colonies.'' How is it 
where there are educational or property qualifications } Would unlimited 
suffrage be better? Compare New York's observance of the Non-Im- 
portation Agreements with that of other cities. Was New York less loyal 
to the principles of liberty than other colonies? Why were there so many 
Tories in New York? Why is " jmgoism " less pronounced in New York 
than elsewhere ? Was the destruction of the stamps and tea strictly hon- 
orable ? Compare the Liberty Pole affair with the Boston Massacre. 

LESSON XVII.— Battles in New York : Brooklyn, Harlem, 
Fort Washington, 1776. 

(See " Memoirs of the L. I. Society," Volume III; Battle of Harlem 
Heights, " Historic New York," Volume II ; Articles in Magazine of 
Ainerican History, 1878-80). 

Practical Points. — British plans to take New York ; arrival of the fleet ; 
defenses of the city; arrival of Washington; effect of the Declaration of 
Independence; story of the three battles. (Classes in Brooklyn should spe- 
cialize on the first battle.) 

Graphic MetJiods. — By means of colored stars, triangles, lines and 
dashes indicate on maps the forts, camps, lines of march and positions of 
armies. Much data can be obtained from club map of English period and 
special references named above. Show the parts played by Hamilton, 
Burr, Andrew McGown, Nathan Hale and Mrs. Murray. 

Excursions. — No. IV, and sites in Brooklyn. 

Suggestive Questions. 

Why were New York City and the Hudson River objective points of 
the British ? 

Why did the Indians and the Canadians side with the English ? What 
were the causes of our defeat at Brooklyn ? Should raw troops be blamed 
for apparent cowardice? Compare the defenses of New York with those 
of 1898. Compare warfare in the Revolution with that of the present 
time. Where was Hale executed ? (West of Third Avenue, between 66th 
and 67th Streets.) Where is there a statue to his memory? 



17 

LESSON XVIII.— New Yoric in Capivity, 1776-1783. 

Special Reference. — Interesting reminiscences in Booth's " History of 
New York," Chapters 15-17. 

Practical Points. — Burning of the city ; New York becomes the head- 
quarters of the British army and navy ; treatment of prisoners ; Washing- 
ton's retreat ; the failure of Burgoyne's invasion ; French alliance ; skir- 
mishes of " Cowboys " and " Skinners " on the " Neutral Ground ; " cold 
winter of 1779-80; Arnold's treason; Stony Point and Paulus Hook; 
Washington's " grand reconnaissance " and Yorktown ; peace and evacua- 
tion (November 25, 1783), American occupation and Washington's farewell 
at Fraunces' Tavern. 

Graphic Methods. — On maps indicate scenes of the struggle in New 
York State, New Jersey, and the " Neutral Ground ; " location of prisons ; 
burnt areas; forts; etc. Show the British and tiirst American flags. 

Excursions. — No. VI ; Hall of Records (Provost) ; "Martyrs' Memor- 
ial " in Trinity. 

Suggestive Questions. 

Wherein is warfare more humane to-day than 100 years ago ? Did 
cruelty to prisoners injure or aid the cause of independence } Why has 
Brooklyn's memorial to the prison-ship victims never been completed .-' 
Why were the sympathies of the common people of England with 
America ? Why are English colonies to-day so prosperous and self- 
satisfied ? Why did 100,000 Tories leave the United States for Canada ? 
Should we to-day hold any hard feelings toward England ? 

TOPIC VI.— THE CRITICAL PERIOD, 1783-1789. 

The Constitution : " The most wonderful work ever struck off at a given 
time by the brain and purpose of man." — Gladstone. 

LESSON XIX.— Hamilton and the Making of the Nation, 

1 783-1 789. 

References. — "Our Country," 1895-97, Articles on the making of the 
Constitution; Fiske's " Civil Government in the United States," pp. 161- 
166, 201-212, and the "Critical Period" by the same author (Houghton, 
Mifflin &. Co.) ; Thorpe's " Story of the Constitution " (Chautauqua Press). 

Club Material. — "Graphic Views of Government;'" illustrations 19, 
21, 22. Club lecture on " The Making of the Constitution." 

Practical Pointi^. — Weakness of the Confederation ; failure of " State 
Rights ; " comparison of the New Jersey, the Virginia and Hamilton's 
plans of union ; the compromises and checks of the Constitution ; Hamil- 
ton's '• Federalist ; " State Legislature and Congress in New York ; revival 
of trade and rebuilding of ±e city ; the Federal Procession ; election and 
inauguration of Washington. 

Graphic Methods.— TtW of the dangers confronting our country and 
show how constitutional governmennt averted them. Describe Hamilton's 
unselfish devotion and zeal, the Federal Procession (Lamb), and the inaugu 
ration ceremonies. The newspapers of 1889 contain much valuable illus- 
trative matter in their centennial numbers. 

Exctcrsions.—'^wh Treasury (Ex. No. VII) ; St. Paul's (Washington's 
Pew) ; City Hall, (furniture of the first capitol, Washington's portrait, 
desk etc.). 

Suggestive Questions. 

Was it right to attack the Tories after the war .^ What were the atti- 
tudes of Washington and Hamilton on this question } What effects had 
British occupation had on trade ? Why were New York politicians against 



18 



the Constitution and New York merchants for it? How does the pros- 
perity of a country depend on the strength and Hberty of its government ? 
How Was the influence of the press shown in 1788 ? 

LESSON XX. -Graphic Views of Government : National, 
State and City. 

References.—Y'\t\A€'i PoUtical Primer of New York ; Fiske's " Civil 
Government," especially pp. 111-139, 167-186, 212-257. 

Club Material. — " Graphic Views of Government ; " Club slides. 

Note. — This lesson is intended to be a general comparison, lightly 
outHned of the relations of our three governments. Details as to city 
government should be reserved until the history is completed (Lesson 25- 

27j. 

Graphic Methods.— Y.x\\^x^& diagrams in pamphlet. Let scholars aid 
in securing pictures which may be pasted on large manila sheets in three 
columns, thus : 



Nation. 
The Flag, 
U. S. Seal, 
The President, 
U. S. Capitol, 
U. S. Infantryman, 
Cavalryman, 
U. S. Army Building, 
Fort, 

White Squadron, 
Barge office, 
Yellowstone Park, 



State. 

State Seal, 
The Governor, 
State Capitol, 
National Guardsman, 
Troop A, 
An Armory, 
Arsenal, 
Naval Reserve, 
Quarantine, 
Niagara Falls Park, 



City. 

City Seal, 
The Mayor, 
City Hall, 
Policeman, 
Mounted Policeman, 
Police Headquarters, 
Police Station, 
Harbor Police, 
" White Wings," 
Central Park, 
Etc., Etc. 



A complete analogy is not necessary. When pictures fail, words may 
be inserted. 

Exciivsions. — Forts, Navy Yard, Lighthouses, Custom House, Treasury, 
Post Office, Weather Bureau, City Hall, County Court House. 

Exhibit election notices, forms of ballots, etc.. Teach names of chief 
officials of the three governments. Avoid all partisanship. 

Suggestive Questions. 

What is Government ? (Gubernator-pilot ; sc. " the ship of State "). 
What is duty .'' Should we think of our duties as well as of our " rights " .'' 
Does might make right ? What rights and duties have parents as to their 
children? What rights and duties have children? What rights and 
duties belong to teachers, scholars and the principal of a school ? Why are 
monitors employed ? Who make the best monitors ? Who build the 
public schools and pay the teachers ? How do your parents help pay 
these expenses. Which government pays the street cleaners, the firemen 
and the police ? How is the money obtained ? What is a tax ? For 
whose good are taxes levied ? Ought we try to avoid paying taxes ? What 
should we expect of government employees ? Have you a cadet corps in 
your school or a friend in the National Guard ? Which government 
provides these with equipments ? What is the difference between the 
National Guard and the United States Army? Why should boys be 
trained as soldiers ? 

Who brings your letters to you ? Which government employs him? 
How do you help pay his salary ? What is the capital of the United 
States? Of New York State? What is the capitol of New York City? 
What is the difference between a capital and a capitol ? Name some build- 



19 

ings in New York City where United States business is transacted, and 
some where city business is done. Who are the chief officials of our State, 
Nation and City ? How are they chosen ? Who can vote ? Can all 
citizens vote and hold office? Are you a citizen ? Are your parents citi- 
zens? Is your sister a citizen ? What rights do all citizens enjoy? Why 
cannot all citizens vote? How may an alien become a citizen? Of what 
three governments are you citizens? What are loyalty and allegiance? 
Which government should always command the strongest loyalty? For 
what does the flag stand ? How has New York a double claim in the 
flag? 

TOPIC VII.— THE FEDERAL PERIOD, 1789 1900. 

Club Material. — Maps ; illustrations 20-30 and 40-44 : Club slides. 

LESSON XXI. —The Free City: New York the Capital, 1789-1807. 

Practical Points. — New York, the capital of the United States until 
1790, of the State until 1797; effect of Jay's Treaty on commerce; begin- 
nings of free schools and literary and political societies ; growth of the city ; 
corruption in State politics ; extension of the franchise ; gradual emancipa- 
tion of slaves ; death of Alex. Hamilton. 

Graphic Methods. — On maps show growth of the city and first city 
parks. Read " The Fourteen Miles Round " (Historic New York, Volume 
II). Give an account of the Hamilton-Burr duel, of society life during the 
last days of the century, of the Creek Indians' visit to New York and of the 
lives of J. J. Astor and Robert Lenox. 

Excursions. — Hamilton's grave (Trinity); Hamilton Grange and Jumel 
House (home of Burr); tablets on Brooklyn Bridge and 39 Broadway 
(Washington's house). 

Suggestive Questions. 

Why was the United States capital removed to Washington and what 
were some of the results ? How was the City Seal changed ? What is 
meant by " freemen " and the " freedom of the city " ? 

Why was foreign commerce so restricted in this period? When were 
all slaves freed in New York? In the United States? How did New- 
York merchants regard the Jay Treaty ? How did the common people 
regard it ? Why? When did New Yorkers first vote by ballot? Why is 
this better than by viva voce? Was Mayor Livingston right in refusing to 
display even the American flag on public buildings on foreign holidays ? 
Why were state politics more corrupt in 1800 than they are to-day ? 

LESSON XXII.— The War of 1812 and the Beginnings of New 
York's Commercial Greatness, 1806-37. 

Practical Points. — "Three beneficent genii": (i) Fulton's steam- 
boat, 1807, (2) Erie Canal, 1825. (3) Railroads (Erie, 1836). Causes, de- 
fensive works and results of the War of 181 1 ; renewal cf commerce ; New 
York the Empire State and New York the Metropolitan City in 1825 ; pres- 
ent City Hall, 1812 ; first steam ferry, 1812, first gas, 1823 ; first omnibus, 
1830; first horsecar, 1831 ; first mayor's election (since 1689), 1834; the 
plague of 1832; fire of 1835; panic of 1837; New York's literary men: C. 
B. Brown, Irving, Paulding, Halleck, Drake, Cooper, Poe, Bryant. 

Graphic Methods. — Illustrate the " Commissioners' Plan " of 1807 and 
its chief defects (see "The City's Plan " in "Municipal Affairs," March. 
1898); defences of 181 2; Fourth Avenue horsecar line; early omnibus 
routes to Greenwich and Harlem ; burnt area of 1835 ; Erie Canal. De- 
scribe early modes of travel, costumes and architecture of the times. Tell 
the story of the discovery and application of steam, the building of the Erie 



20 

Canal, the schoolboys' part in defending- New York and Lafayette's recep- 
tion. Show figures to illustrate the growth of New York State and City. 

Excursions.— A(\\iax\\xm (old Fort Clinton); canal boats in Coenties 
Slip ; Fourth Avenue tunnel ; block houses (Ex. No. IV). 

SuoGE-STivE Questions. 

Why should Fulton, the successor of so many inventors of steamboats, 
be so highly honored } Was it right to give him a brief monopoly of steam 
traffic on the Hudson ? Why are patents granted ? Why was not steam 
applied immediately to ocean commerce ? In what two ways did the Erie 
Canal help New York. Describe a lock. What connection existed be- 
tween the fire of 1835 and the water supply? How was the Collect Pond 
drained ? What might better have been done with it ? 

LESSON XXIIl.— Period of Great Expansion, i837-'67. 

" For facilities of commerce and trade the whole United States to-day 
is no larger than Rhode Island in 1798 ; Portland, Oregon is no farther 
from Washington than Portland, Me., 100 years ago." — Fiskc. 

Practical Points. — Increase in commerce due to fast clipper ships, ex- 
tension of steam navigation, canals, railroads, the telegraph and the At- 
lantic Cable ; great immigration due to war and famine in Europe, cheap 
transportation, need for unskilled labor in the United States and the dis- 
covery of gold; (population of city, 1835, 270,000; 1850, 500,000; i860, 
800,000); Ward Schools (1842) joined with " Public Schools " in 1853 ; 
Croton Aqueduct, 1842 ; Central Park purchased 1856 ; tirst American 
World's Fair in Crystal Palace, 1853; franchise extended by removal of 
property qualifications ; effect of spoils system ; New York in the Civil war; 
Ericsson's monitor. 

Graphic MetJiods. — On maps show line of Croton and other aqueducts 
and reservoirs [Century, December, 1889) and the extension of the built-up 
portion of the city (1843, to 14th Street ; 1850, to 34th Street ; 1865, to 42d 
Street). Make picture charts to illustrate the factors of New York's com- 
mercial greatness (railroad, telegraph, canals, ocean steamers, etc.). 

E.xciirsio7is. — 42d Street Reservoir; fountain in City Hall Park; High 
Bridge and Central Pai'k Reservoirs ; East and North River docks ; an 
ocean steamer ; Barge Office, Ericsson's statue (Battery). 

Suggestive Questions, 

Why was the immigration at this time of a less desirable character than 
in the previous period ? How did it affect politics, city government and 
the tenement house problem ? Why were there so many riots in New 
York and why are they not so much feared to-day ? 

How was the purchase and improvement of Central Park a good 
business investment for New York .'' What are the four chief uses of citv 
water, and why should we not waste it ? How did Ericsson help save the 
Union as well as the shipping of New York ? How did New York women 
help the Union } 

LESSON XXIV. — New York the Metropolis, 1867-1900. 

Practical Points. — Factors of metropolitan greatness : (i) rapid transit 
facilities (Elevated Railroad, experimental, 1867; successful, 1877; Park 
Avenue tunnel and Harlem Railroad ; cable and electric roads ; bridges to 
Brooklyn); (2) harbor improvements (removal of obstructions at Hell Gate 
and Diamond Reef; Harlem Ship Canal; Brooklyn Bridge); (3) Elevators 
and tall buildings; (4) Atlantic Cable, the telephone and improvements 
in the telegraph ; (5) improved street lighting and the consequent suppres- 



21 

sion of crime ; (6) consolidation of Greater New York, and bringing 
of all districts adjacent to the harbor (except New Jersey), under uniform 
control. Corruption in politics ; Tweed Ring ; growth of independent 
party; era of civic study and local patriotism; increase in park area; 
uptown movement ; advance in educational and philanthropic enter- 
prises. 

Graphic MetJiods. — Make picture sheets to illustrate factors of the 
metropolis. On maps show improvements in rapid transit and the prog- 
ress uptown. 

Excursions. — Brooklyn Bridge ; harbor trip ; Elevated Railroad and 
Boulevard cars to Columbia Heights ; toj) of some high building. 

SuGGESTVE Questions. 

How are the waterways about New York more of a hindrance than a 
help to-day ? What schemes for better rapid transit have been sug- 
gested } Compare our rapid transit facilities with those of London or 
Paris. How can consolidation be a means of advancing the prosperity of 
New York } Is mere bigness a sign of greatness } 

Side Topic. — Causes and possible cure of strikes. The tenement 
house problem (Riis' " How the Other Half Lives "). 

TOPIC VIII. —THE ADMINISTRATION OF NEW YORK CITY. 

Older classes, or those which have spent two full years on local history, 
may, with profit, devote an entire season to this topic. 

LESSON XXV.— The Greater New York Charter, 1898. 

References. — City Charter [Brooklyn Eagle edition, 10 cents ; Mail and 
Express, condensed edition, 10 cents), Durand's "Finances of New York 
City," contains an account of former charters, as well as that of 1898 ; for 
comparative studies in Civil Government, see Fiske's " Civil Government," 
Goodnow's "Municipal Problems," and Wilcox's "Study of Civil Govern- 
ment"; Maltbie's "Municipal Functions;" Shaw's "Municipal Govern- 
ment in Great Britain," and " Continental Europe." 

Practical Points. — Review historical sketch of the Dutch (1652), Don- 
gan (1686), Montgomerie (1730), and Greater New York Charters, with 
their principal features and amendments. Review Lesson XX. Summar- 
ize for yourself and simplify for the class the present charter (see chapter 
headings). 

Graphic Methods. — (See also Lesson XX). Make large copies of 
maps in Miss Fielde's Primer, and those named in Lesson IH. Explain 
the minor divisions of the city. Make a chart of the contents of the 
charter, the three departments, with their chief officers, terms of office and 
modes of appointment. Exhibit pictures of the city officials, a copy of the 
City' Record 2iX\6. of official papers. 

Excursions. — City Hall, Courts, I^ublic Institutions. 

Suggestive Questions. 

What is a charter ? Which political bodies are chartered } Which 
commercial and other bodies } What is a corporation ? What is the 
difference between a c'narter and a constitution ? Why should the Muni- 
cipal Assembly and the Mayor be elected } What other officers are elected ? 
Why should the members of the courts and the heads of the depart- 
ments be appointed ? Why may one head be better than several in certain 
departments.'' Why do most department heads have a longer term than 
the Mayor ? Who pays the city expenses ? Why should the Mayor have so 
much power? In which Ward, Assembly District, Council District do 



22 

you live? Who is your present Mayor ? Comptroller? Borough Presi- 
dent? Alderman? Sheriff? County Clerk? Register? Who are your 
Councilmen ? Coroners ? Which are county and which city officers ? 
What is a sinking fund? Is it a good poHcy for a city to establish a sink- 
ing fund ? Who owns the land under water about New York ? Compare 
our city government with that of Paris, London, Chicago, Philadelphia, 
Boston. Why are people flocking to cities ? Are only American cities 
growing rapidly ? What makes city government so difficult a problem ? 

LESSON XXVI.— Studies in City Departments, Police, Fire, 
Street Cleaning. 

Refi'J-ences. — Annual Reports in the Czty Record, or published by the 
departments ; Colonel Waring's Report (Reform Club, 25 cents); and 
McClure's, September, 1896; Good Government Club D's Fire Report and 
articles in the Outlook, March 5, 1898, and Ceiiiiny, February, 1898 ; books 
by Maltbie and Durand (see Lesson XXV). 

Practical /'^'/Vz/i'.— Purpose, history and organization of the depart- 
ments. Comparison with those of other cities and with their former 
administration in New York. 

Graphic Methods. — Make picture sheet showing uniforms, head- 
quarters, parades and views of employees ot the departments while on 
duty. Tell stories to illustrate the value of their services and their heroism. 

Excursions. — A fire drill in some engine house ; the street cleaning 
dumps and works of final disposition (permit from Commissioner); depart- 
mental headquarters. 

Suggestive Questions, 

Why are there four Police Commissioners, and why must two be mem- 
bers of each great political party ? Why might a single-headed commission 
be better ? Was it wise to continue the Election Bureau under the Police 
Department ? State some special qualifications that should distinguish a 
policeman; A fireman; A street-cleaner? Of what board is the Street 
Cleaning Department a branch ? What are the other branches of this 
Board ? Who is its president ? What salaries do the Commissioners 
receive? Who pays their salaries? What are their names? What is 
their term of otfice? With what State and national departments do 
these correspond ? Let pupils take the parts of different Commissioners, 
and state their duties. 

In the same way discuss other departments, e. g.. Education, Health, 
Parks, Docks and Ferries, Water Supply, 

LESSON XXVII— Some City Institutions: Parks, Museums, 
Libraries. 

References. — Articles in Janvier, " Historic New York" and Wilson, vol- 
ume IV, Chapters 3, 11, 19 ; Gherardi Davis' " The Establishment of Pub- 
lic Parks"; Harper s Weekly, April 17, 1897; Miinseys, September, 1895. 

Practical Points. — History and purposes of these institutions. Ex- 
plain how they may be used to the best advantage. 

Graphic Methods. — On maps locate the chief parks, park ways, mu- 
seums and the site of the New York Public Library (Bryant Square). 

Excursions. — Metropolitan and Natural History Museums ; Astor, 
Cooper Union, Mercantile and Lenox Libraries. New York Historical 
Society Rooms (address President of the City History Club for member's 
card of admittance). 

Suggestive Questions. 

Why should New York support so many and such large parks ? Why 
are so many small parks being opened down town? How are piers being 



23 

utilized for "recreation?" Why should the school playgrounds be im- 
proved ? Where are public playgrounds being established ? Name five 
uses of our city parks ? Which parks have historic names and interesting 
historical connections ? Why should free art galleries be provided for the 
public ? What are some of the benefits conferred by free libraries ? 

TOPIC IX.— CIVIC PATRIOTISM. 

LESSON XXVIII.— Civil Service Reform and Good Government. 

"Government of the people, by the people and for the people." — 
Lincoln. 

Object of Civil Service Reform — " Merit appointment with merit 
tenure." — Schttrz. 

Refere7ices. — Reports of United States Civil Service Commission, of the 
New York Civil Service Commission ; New York State Constitution, 
Article V, Section 9; publications of New York Civil Service Reform 
League ; publications of Good Government Clubs. 

Historical Outlines. 

United States Government. — Washington's requirements of a candi- 
date for public office: (i) honesty, (2) capability, (3) confidence of his 
fellow men ; Jefferson's (i) Is he honest? (2) Is he capable ? (3) Is he 
faithful to the Constitution ? 

Removals from Office. — Washington, 9; Adams, 9; Jefferson, 39; 
Madison, 5; Monroe, 9; J. O. Adams, 2; total to 1829, 73. Jackson, 
2,000 (beginning of spoils system). 

Terms of Office. — 1820, certain United States officials, four years; 
1836, postmasters receivers $1,000 or more, four years; results, corruption 
in office, extravagance, poor service, intense partisanship ; 1883, first 
United States Civil Service Act ; merit system gradually extended ; 1884, 
15,000 Civil Service positions; 1896, 87,000 such positions (97,000 still 
excepted). 

AU'w York State. — 1777, all the State and some city officials appointed 
by State Council of Appointments, elected by Assembly ; partisan system 
created. New York, the most corrupt state (politically) in the Union. 
The Council abolished in 1821 by popular vote of 109,000 to 35,000. 1883, 
Civil Service Reform Law. 1895, Reform embodied in the State Constitu- 
tion. 1897, " Starchless Bill ", allowing only 50 per cent, of examination 
for merit. 1899, Governor Roosevelt instrumental in restoring the 
" starch," thereby strengthening the cause of Civil .Service. 

New York City. — 1883-84, mayor authorized to prescribe Civil Service 
regulations for certain departments. Mayor Strong excepted only 75 out 
of 15,000 positions. Advantages — Appointments taken out of politics; 
competent officials, leading to greater experience, skill and economy ; syste- 
matic classification and promotion. 

Suggestive Questions. 

Give scholars sample Civil Service questions. What is Civil Service 
Reform and how is it an aid to good government? Compare the adminis- 
tration of a city with the management of a business. Explain the fallacy of 
" to the victor belong the spoils " as a government motto. Compare with 
" A public office is a public trust." Why should a candidate for a sub- 
ordinate position be required to pass a literary examination ? Why are 
practical and technical tests also necessary ? Should war veterans be given 
a preference in making appointments ' Should they be exempt from exam- 
ination ? Why are professional politicians foes to Civil Service ? Should 
good men keep out of politics because of prevailing corruption ? Why is a 
short specified term of office dangerous to the efficiency of the public 
service ? 



24 

LESSON XXIX.— How Can I be a Good New Yorker? 

References.— YiaXt's " Man Without a Country ; " Dole's " The 
American Citizen," " The American Patriot " and " The Young Citizen's 
Catechism " in Our Country, December 1895. 10 cents ; speeches of Wash- 
ing-ton, Pinckney, Clay, Webster and Lincoln. Gilder's " Civic Patriotism," 
(supplied by club) ; lives of great Americans ; Reform Club publications, 
(52 William street) ; " Good Citizenship Series " (published by the League 
for Social Service), and " Abstracts of Laws concerning the Welfare of 
every Citizen." (These cost 35 cents per hundred and should be read by 
older scholars. For sample set address "Truths for the Times," United 
Charities Building, Fourth avenue and 22d street). 

Practical Poi)i/s.—^i\\Ay the history of the government of the city, 
compare it with that of other cities and resolve to aid in correcting the 
faults of administration ; if a voter, study the platform of your party and 
the record of candidates for office, attend primaries and cast your vote 
intelligently and honestly ; honor your city, state and nation more than your 
party ; try to induce others to be thus active ; if the opportunity comes to 
take an active part in the government, work for the community and not for 
your own interests. 

Su(;gestive Questions. 

How can non-voters aid in government ? Is one a " traitor " when voting 
conscientiously against one's party } Should we always vote according to 
our fathers' policies ? Should national or state politics influence a voter in 
the choice of city officials ? What is true of one who sells his vote ? Is the 
friendship of a candidate sufficient cause for voting for him } Why should 
the strictest secrecy be observed in voting ? How can you help the Depart- 
ments of Police, Fire, Water Supply, Health, Education and Parks.? 
Should we honor our officers even though they are not of our party .'' In 
what respect are our rulers our servants? Need one be ashamed of serving 
another ? Can one be a good New Yorker and not be a good American ? 
Why should we be proud of our city, our state and our nation ? How can 
we make other nations respect us ? 

TOPIC X.— LOCAL STUDIES. 

LESSON XXX.— Study of Particular Sections of New York City. 

Classes outside of Manhattan should devote several lessons to the study 
of their own borough. The following subjects, with a few references, are 
suggested : Brooklyn — Wilson, Chapters i and 20 ; " Historic New York," 
Volume II: " Breuckelen ; " Long Island Society Memoirs. R/c/innmd — 
Wilson, Volume IV, Chapter i, and local histories. Queens— (Zo\iir\\y 
histories. The Bronx — "Historic New York," Volume I, "The Neutral 
Ground ; " History of Westchester county ; Baird's " Huguenots in 
Westchester." Harlem — Riker's History. Greenwich — Historic New 
York, Volume I, " Annetje Jans' Farm," " Old Wells and Water Courses " 
and "Old Greenwich;" Janvier, "Greenwich Village." The Bowery — 
Historic New York, Volume I, " The Bowery." Miscellancoiis topics — 
The Islands of New York Bay and the East River ; the geology, minerals, 
flora and fauna of New York ; literary men of New York. 

N. B. — Corrections to this Handbook and additional suggestions will 
gladly be received by the Normal teachers. 



